The Courage to Teach and the Courage to Lead: Considerations for Theatre and Dance in Higher Education

2016 ◽  
Vol 26 (1) ◽  
pp. E-1-E-7 ◽  
Author(s):  
Ray Miller
Keyword(s):  
Higher Education ◽  
Courage To Teach

scholarly journals 1. The Courage to Teach: Whitehead, Emotion, and the Adventure of Ideas

2012 ◽  
Vol 5 ◽  
pp. 1 ◽  
Author(s):  
Howard Robert Woodhouse
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Moral Courage ◽  
Alfred North Whitehead ◽  
Courage To Teach ◽  
The University ◽  
Number Of Authors

The importance of moral courage to teaching and learning has been recognized by a number of authors.  The process pedagogy of Alfred North Whitehead proposes that emotion is central to experience and to the imaginative questioning which enables learning and the ability to stand up for one’s beliefs.  Faculty who wish to connect with their students should recognize this fact lest ideas become “inert.”  In contrast, process pedagogy encourages a holistic, cyclical approach in which students and faculty engage in the “adventure of ideas” as a balance between freedom and self-discipline.  This search for new ideals involves certain risks, as both a recent example of alternative higher education and Whitehead’s own vision of the university show.  Process pedagogy’s synthesis of the emotional and intellectual can spur imaginative critique and the capacity to put one’s ideas into practice.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

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